The New Zealand curriculum <ul><li>What children learn – what we want them to know and be able to do by the time they leave school. </li></ul>
What is it about? <ul><li>Builds on 1993 Curriculum Framework </li></ul><ul><li>Provides basis for policies, programmes and practices </li></ul><ul><li>Emphasis on learning to support all students to lead full and constructive lives - AsSTLE </li></ul>
What we want for our young people. Vision To be encouraged, modelled and explored. Values Key Competencies Capabilities for living and lifelong learning. Learning Areas Important for a broad, general education. Achievement Objectives Set out selected learning processes, knowledge and skills for deeper learning. Principles Foundations for curriculum decision making. Official policy sets the direction for student learning and provides guidance for schools designing and reviewing their curriculum. NZC for English-medium schools and Te Marautanga o Aotearoa for Maori-medium schools. Purpose and Scope Discusses the evidence about the kinds of teaching approaches that consistently have a positive impact on student learning. Effective Pedagogy Design and Review Schools are able to design and review their own curriculum based on the needs of their students.
Front end of document - vision <ul><li>The vision for our students is for them to be confident, connected, actively involved, life long learners. </li></ul>Positive in their own identity Motivated and reliable Resourceful Enterprising and entrepreneurial Resilient Able to relate well to others Effective users of communication tools Connected to the land and environment Members of communities International citizens Participants in a range of life contexts Contributors to the well-being of New Zealand – social, cultural, economic, and environmental Literate and numerate Critical and creative thinkers Active seekers, users, and creators of knowledge Informed decision makers
Values <ul><li>Values are deeply held beliefs about what is important or desirable. They are expressed through the ways in which people think and act. </li></ul><ul><li>Every decision relating to curriculum and every interaction that takes place in a school reflects the values of the individuals involved and the collective values of the institution. </li></ul><ul><li>The values enjoy widespread support because it is by holding these values and acting on them that we are able to live together and thrive. The list is neither exhaustive nor exclusive. </li></ul>
Values Students will be encouraged to value: <ul><li>Excellence </li></ul><ul><li>Innovation, inquiry and curiosity </li></ul><ul><li>Diversity </li></ul><ul><li>Equity </li></ul><ul><li>Community and Participation </li></ul><ul><li>Ecological Sustainability </li></ul><ul><li>Integrity </li></ul>. ...and ultimately to repect themselves, others and human rights. by aiming high and by perservering in the face of difficulties by thinking critically, creatively and reflectively as found in our different cultures, languages and heritages through fairness and social justice for the common good which includes care for the environment which involves being honest, responsible and accountable and acting ethically
<ul><li>The specific ways in which these values find expression in an individual school will be guided by dialogue between the school and its community. Through their learning experiences, students will learn about: </li></ul><ul><li>* their own values and those of others </li></ul><ul><li>* different kinds of values, such as moral, social, cultural, aesthetic, and economic values </li></ul><ul><li>* the values on which New Zealand’s cultural and institutional traditions are based </li></ul><ul><li>* the values of other groups and cultures. </li></ul>
<ul><li>Through their learning experiences, students will develop their ability to: </li></ul><ul><li>* express their own values </li></ul><ul><li>* explore, with empathy, the values of others </li></ul><ul><li>* critically analyse values and actions based on them </li></ul><ul><li>* discuss disagreements that arise from differences in values and </li></ul><ul><li>negotiate solutions </li></ul><ul><li>* make ethical decisions and act on them. </li></ul>
Key competencies NZC identifies 5 key competencies <ul><li>Thinking </li></ul><ul><li>Using language, symbols and text </li></ul><ul><li>Managing self </li></ul><ul><li>Relating to others </li></ul><ul><li>Participating and contributing </li></ul>These are the key to learning in every learning area . Actively seek, use and create knowledge. Interpret and use words, number, images, movement, metaphor and technologies in a range of contexts Self motivation, goal setting, self assessment. Listen actively, recognise differing points of view, negotiate and share ideas. Local, national or global communities.
Learning areas important for a broad, general education These learning areas link together as well as link to the values and key competencies. Each learning area has its own language. Achievement Objectives
Principles the foundation of curriculum decision making <ul><li>High expectations </li></ul><ul><li>Treaty of Waitangi </li></ul><ul><li>Cultural diversity </li></ul><ul><li>Inclusion </li></ul><ul><li>Learning to learn </li></ul><ul><li>Coherence </li></ul><ul><li>Future focus </li></ul><ul><li>Community engagement </li></ul>The curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their individual circumstances. The curriculum acknowledges the principles of the Treaty of Waitangi, and the bicultural foundations of Aotearoa New Zealand. All students have the opportunity to acquire knowledge of te reo M ā ori me ō na tikanga. The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed. The curriculum encourages all students to reflect on their own learning processes and to learn how to learn. The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning. The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people. The curriculum encourages students to look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation. The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, wh ā nau, and communities.
What Principals are saying <ul><li>I see the curriculum as really just the bones and what schools have to do is put the meat around them, the muscles and then get the heart pumping. NZC is just the skeleton. </li></ul>
<ul><li>You can’t just pick up what another school’s done. There’s no recipe. What you might do will be different to us because of your community, your students, your location. The process of giving effect to the new curriculum is about making it work in your school. </li></ul>
Places to go and have a look at........ <ul><li>http://nzcurriculum.tki.org.nz </li></ul><ul><li>http://nzcurriculum.tki.org.nz/parents_caregivers_and_whanau </li></ul><ul><li>http://www.teamup.co.nz / </li></ul><ul><li>http://www.minedu.govt.nz/Parents.aspx </li></ul>